The process for initiating an inservice program begins with the appointment of an Inservice Education Steering Committee (IESC), composed of teachers, teacher aides, parents, and administrators. In the first phase of the model, the IESC reaches a consensus on what inservice education is, why it is needed, and who plans and conducts it. In the second phase, teaching competencies are identified and classified. A needs assessment is conducted in the third phase. The information gathered from the needs assessment is used to plan workshops and to provide for leadership and the continuation of the program. The fifth and last phase is concerned with personalizing training for each individual and grouping teachers according to stated needs. Each group plans a training program and submits its request to the IESC. After approval, further planning is done by each group, including arranging for consultants, travel, and providing substitutes. Six attachments provide information on Teacher Corps goals and competencies, IESC functions, characteristics of inservice programs, and teaching skills and behaviors. (FG)